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1. Richard Curwin and Allen Mendler’s Discipline with Dignity
Lindsay Proctor
Kari Morris
Michelle Hardisty
Erin Genther
EDUC 416
2. Definitions: Dignity – Respect for life and one’s self.
Hope – The belief that things will be better for us in the future. It inspires us and helps us live meaningfully.
3. Focus: Establishing a classroom discipline based on dignity and hope.
Reclaiming students destined to fail in school because of their misbehavior.
Finding long-term solutions to problems of misbehavior, including violence.
Working productively with difficult to manage students.
4. Curwin and Mendler’s Suggestions: Recognize that helping students behave acceptably is an integral part of teaching.
In all circumstances, interact with students in a manner that preserves their dignity.
Do all you can to reinstall hope of success in students who chronically misbehave.
Never use any discipline technique that interferes with motivation to learn.
5. Discipline With Dignity Let students know what you need.
Provide instruction at levels that match students’ abilities.
Listen to what students are thinking and feeling.
Use humor.
Vary your style of presentation.
Offer choices.
Refuse to accept excuses.
Legitimize behavior you cannot stop.
Use pats when communicating with students.
Be responsible for yourself and allow students to be responsible for themselves.
Accept that you will not effectively help every student.
Start fresh every day.
6. Consequences: “Use values and consequences, not rewards and punishments.” Always implement a consequence when a rule is broken.
Select the most appropriate consequence from the list of alternatives, taking into account the offense, situation, student involved, and the best means of helping that student.
State the rule and consequence to the offending student. Nothing more need be said.
Be private. Only the student(s) involved should hear.
Do not embarrass the student.
Do not think of the situation as win-lose. This is not a contest. Do not get involved in a power struggle.
Control your anger. Be calm and speak quietly but accept no excuses from the student.
Sometimes it is best to let the student choose the consequence.
The professional (teacher) always looks for ways to help the client (student).
7. Case Study #1: “Kristina Will Not Work” Kristina, in Mr. Jake’s class, is quite docile. She never disrupts class and does little socializing with other students. But despite Mr. Jake’s best efforts, Kristina rarely completes an assignment. She doesn’t seem to care. She is simply there, putting forth virtually no effort.
8. Case Study #2: “Sara Cannot Stop Talking” Sara is a pleasant girl who participates in class activities and does most, though not all, of her assigned work. She cannot seem to refrain from talking to classmates, however. Her teacher, Mr. Gonzales, has to speak to her repeatedly during lessons, to the point that he often becomes exasperated and loses his temper.
9. Case Study #3: “Joshua Clowns and Intimidates” Larger and louder than his classmates, Joshua always wants to be the center of attention, which he accomplishes through a combination of clowning and intimidation. He makes wise remarks, talks back (smilingly) to the teacher, utters a variety of sound effect noises, and makes limitless comments and put-downs of his classmates. His teacher, Miss Pearl, is at her wit’s end.
10. Case Study #4: “Tom is Hostile and Defiant” Tom has appeared to be in his usual fowl mood ever since arriving to class. On his way to sharpen his pencil, he bumps into Frank, who complains. Tom tells him loudly to shut up. Miss Baines, the teacher says, “Tom, go back to your seat.” Tom wheels around and says heatedly, “I’ll go when I’m damned good and ready!”
